Spanish, Arabic, Chinese, Vietnamese, and Haitian Creole are the most prevalent native languages spoken by English-learners in America's public schools, according to a new report from the U.S. Department of Education.
Over the past decade, English-learner enrollment in K-12 schools has increased by more than 100 percent in 11 states. While the number of ELL students is on the rise, the quality of education those students receive may not be keeping pace.
Researchers from the National Center for Research on Gifted Education visited elementary and middle schools in three states to study schools that had "exemplary" track records in spotting academically talented ELLs. Nationally, only 2 percent of English-learners are enrolled in gifted and talented programs.
The state's plan for educating English-language learners under the federal Every Student Succeeds Act falls short of equity for the state's 300,000 ELLs, advocates argue. The education secretary and federal education officials see things differently.
While the Trump administration proposal would not strip student eligibility for Head Start, the federal school lunch program, or the Individual with Disabilities Education Act, it could still affect millions of school-aged children who live with immigrant parents.
In this seventh installment on the growth in dual-language learning, two experts from Delaware explore how state education leaders can build capacity to support both students and educators.
Democrats in Congress are pushing legislation to help increase the skills and knowledge of teachers who work with English-learners, including how to identify and teach ELLs with disabilities and how to promote family and community engagement.
In this sixth installment on the growth in dual-language learning, an expert argues that true dual-language education is not just learning how to speak another language. The experience provides an opportunity to immerse a student in both language and culture.
In this fifth installment on the growth in dual-language learning, the executive director of the BUENO Center for Multicultural Education at the University of Colorado, Boulder., says districts should focus on the what students and their families need, not what educators want.
In this fourth installment on the growth in dual-language learning, the director of dual-language education in Portland, Ore., says schools must have a clear reason for why they are offering dual-language instruction.